Abstract:
This study analyzes the impact of project-based learning (PBL) and SCAMPER techniques on fostering creativity among university students. PBL, a dynamic classroom
approach, engages students in acquiring knowledge and skills through an extended
inquiry process centered around complex, authentic questions and carefully created
products and activities. The creative thinking method known as SCAMPER – which
stands for Substitute, Combine, Adapt, Modify, Put to another use, Eliminate and
Reverse – helps students explore novel solutions. We investigate how these studentcentered teaching methods, along with personal characteristics like self-efficacy and
adaptability in problem-solving, promote creativity in higher education environments.
A total of 150 junior students participated in the study, collaborating on various structured group assignments through the Moodle platform. The study assessed students’
creative abilities and motivational orientations using the Torrance Test of Creative
Thinking (TTCT), personality tests and the Work Preference Inventory (WPI). The
research design employed a quasi-experimental approach to quantitatively and qualitatively investigate how instructional tactics influenced students’ creativity and problem-solving skills. The findings showed that PBL and SCAMPER greatly enhanced
students’ flexibility, inventiveness and fluency. Improved creative performance was
found to be positively correlated with characteristics like achievement orientation and
self-efficacy. Additionally, the collaborative interactions made possible by digital platforms strengthened students’ creative outputs. These results imply that combining
cutting-edge pedagogical approaches with digital tools might significantly improve
student learning outcomes in fields like engineering and medical education, which
place a high value on creativity and innovation.
